Quantifying Quality

One of the things that I very often do to find inspiration is to read. I’m kind of a nerd when it comes to reading because about 99% of what I read is non-fiction. I take some grief about this from the few people who know this about me. It is deeply imbedded in my personality.

My most recent inspiration came from reading The Signal and the Noise by Nate Silver. Silver’s expertise is in the area of prognostication. More so in using Bayesian statistics to draw conclusions about probabilities of future events. For example, he correctly predicted 49 of 50 states in the 2008 presidential election and all 50 states in 2012.

Bayesian statistics utilize a sometimes subjective prior probability to make a prediction about the probability of a future event. For example, the number and strength of past earthquakes increase the probability of future, stronger earthquakes.

The reason for my post, as I normally right about education, is whether we can use Bayesian statistics to determine whether the new Framework for Teaching, developed by Charlotte Danielson and adopted by Pennsylvania as it’s new evaluation tool, can predict the number of ineffective teachers in a school.

The Danielson model, by her own admission was developed to provide teachers a framework through which to improve their teaching. Therefore, what we probably want to predict is how likely are teachers to improve by utilizing the Framework.

Another question to answer, and Silver has eluded to his desire to attempt it, is whether any subjective measure can really quantitatively measure the effectiveness of a teacher. In a reddit IAmA, he stated, “There are certainly cases where objective measures applied badly is worse than not applying them at all, and education may well be one of them.” He said this in regard to a question about using test scores to rate teacher effectiveness.

In Pennsylvania, teachers and administrators will be rated on a combination of both: standardized test scores and the Danielson Framework for Teaching. One concrete measure that historically has been shown to be determined more by location than by quality teaching and one qualitative, formative measure that will be applied quantitatively.

I know it’s like rearranging deck chairs on the Titanic but the argument continually needs to be made that education is more qualitative; more art and less quantitative; less science.

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7 thoughts on “Quantifying Quality

  1. Oh gosh, the part about rearranging deck chairs on the Titanic is such a discouraging thought about education.
    Have you ever read Rethinking Schools? It’s my favorite magazine.

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    • No but I will look that up. The Titanic quote pretty much sums up how I feel about the lack of reason when it comes to necessary changes in education. I’ll try to be more positive next time. ; )

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      • Yeah I can understand that and don’t think you should be falsely optimistic, haha…no matter the subject/issue, when there are serious forces working against the interests of the many it’s hard to have hope unless you’re connected to others who see the same problem and are committed to the long-haul organizing that it takes to make positive changes in social institutions.

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      • Also, I’m a fan of discussion/reading groups as starting points, so if you know other educators who’d want to talk about what’s up with the Titanic of education and possibly do some nonfiction reading once a month, I’d be down.

        I’m now officially hogging the comments.

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